Via Research Recognition Day Program VCOM-Carolinas 2025

Clinical Educational Research

Enhancing Psychological Safety in Pre-Med Student Learning: Insights from Team-Based Learning Danielle Pierson M.A., B.S.,OMS-III 1 , Christopher Beskow B.S., OMS-III 1 , Matthew Blalock, B.S., OMS-III 1 , Robert Estes, Ph.D. 2 ,David Redden,Ph.D., Kari Dugger, Ph.D. 1 1. Edward Via College of Osteopathic Medicine, Department of Biomedical Sciences, Microbiology Program, Auburn, AL. 2. University of Alabama of Birmingham, Department of Clinical and Diagnostic Sciences, Biomedical Program, Birmingham, AL.

Results

Discussion

Introduction

Background: Team-based learning (TBL) fosters teamwork and engagement in work environments/classrooms with psychological safety playing a key role. Its Impact on academic success in pre medical undergraduate settings remains unexplored. Rationale: Tuckman’s Team Formation Theory highlights team development in 4 stages (Figure 1.) This study examines how psychological safety supports team dynamics during the storming stage and interdependence in the performing stage, driving team productivity .

Figure 1. Tuckman’s Team Formation Theory . This figure illustrates the progression of team development stages, with psychological safety critical during the ‘storming’ stage and interdependence vital in the ‘performing’ stage.

Conclusions Conclusion Figure 6.Evolution of key predictors of academic success across three biomedical courses (BMD315, BMD317, BMD420). Psychological safety is critical early (BMD315) during the “storming” stage, while team interdependence becomes significant later (BMD420). Relevant knowledge remains consistently important throughout. Implications and Insights: • Psychological safety supports early-stage success in team-based learning • Interdependence drives long-term academic and professional success • Tailored teaching strategies can optimize learning outcomes at different stages. • Team competencies correlated with academic success evolved over 3 three semesters, aligning with Tuckman’s team formation theory • Students effectively maintained academic teams in the norming stage by the third semester • Psychological safety was critical in teams spending significant time in the storming stage during the first semester • Long-term, repeated team experiences are necessary for team competencies to directly enhance individual student success

Figure 3. Correlations Between CATME Dimensions and Academic Success Across Courses. This figure shows significant relationships (≥95%) between CATME Five Teamwork Dimensions and course grades in BMD315, BMD317, and BMD420. Contributing to Teamwork and Relevant KSAs are strong predictors in BMD315 and BMD317, while Relevant KSAs remain significant in BMD420 as other dimensions decline. Darker heatmap shades indicate higher significance.

Hypothesis: We hypothesize that psychological safety enhances academic success and teamwork competencies

Methods

Study Design : Teams were formed in three undergraduate biomedical courses: Physiology and Pharmacology I & II (BMD315, BMD317) and Pathophysiology (BMD420). Data from 532 students across 13 courses (2016 – 2021) were collected, including peer evaluations and final grades. Data Collection : Team

effectiveness was assessed using the CATME tool , which evaluates five teamwork dimensions (Figure 1). Additional metrics, including team satisfaction, psychological safety, and interdependence, were analyzed alongside final grades.

References

Acknowledgements

Figure 1. CATME Teamwork Dimensions . Five dimensions used to evaluate team effectiveness.

1. Michaelsen, L. K., & Sweet, M. (2008). The essential elements of team-based learning. New Directions for Teaching and Learning, 2008(116), 7 – 27. https://doi.org/10.1002/tl.330 2. Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384 – 399. https://doi.org/10.1037/h0022100 3. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

This research was approved by the Institutional Review Board under protocol number IRB-300011444.

Figure 4. Correlations Between Team Variables and Academic Success Across Courses. This figure highlights the correlation of team satisfaction, interdependence, and psychological safety with course grades in BMD315, BMD317, and BMD420. Psychological safety is the strongest predictor early on (BMD315 and BMD317), while interdependence becomes most significant in BMD420. The heatmap visually represents stronger correlations with darker shades.

Analysis: The five teamwork dimensions for effective teams, team satisfaction, psychological safety and team interdependence were analyzed for correlations to course final grades.

2025 Research Recognition Day

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